Context Statement
I am a Ph.D. candidate in the Department of Molecular Genetics and Microbiology at Duke University. My research is centered around elucidating how the pathogenic yeast, Cryptococcus neoformans, senses and responds to pH changes in its environment. Cryptococcus neoformans is a basidiomycete yeast that is found commonly in many external environments worldwide, including decaying vegetation and pigeon droppings. This pathogenic yeast enters a human host by inhalation and must adapt to the lung microenvironment that is a neutral to slightly alkaline pH (7.4).
In addition to my research, I was a teaching assistant (TA) in the Department of Biology at Duke University and Office of Biomedical Education (OBGE). One of my TA roles was for Introduction to Biology: Genetics and Evolution in the Department of Biology, where I independently led the laboratory section. This introductory course was primarily made up of underclassman and contains major and nonmajors. My other TA role in the Department of Biology was for Mycology, a 500-level class for graduate students that also contained undergraduate seniors. Additionally, I was a TA in OBGE where I observed and facilitated discussion with graduate students on topics centered around being a responsible scientist. Through my TA roles, I have worked with students at various stages of their undergraduate education, adapting my teaching methods to support both their preparation for advanced coursework and research practices and the refinement of skills applicable beyond the undergraduate level.
Teaching and Supporting Student Learning
At the beginning of the term, it is common for students to feel uncomfortable participating in front of their peers. Drawing on my own experiences as a student, I understand this reluctance, having once shared concerns about making mistakes or being perceived as falling short of my intellectual potential. As a TA, I address this by sharing the class agenda at the start of each session and emphasizing when we will work individually, as small-group work or as a whole [A1, V2]. This helps students anticipate expectations and feel more prepared to engage.
I prioritize small-group work because it allows students to become acquainted with their peers and discuss course concepts collaboratively. When I circulate, I observe students sharing and refining ideas collectively rather than relying on a single spokesperson. In many cases, I have seen groups challenge each other’s reasoning, work through problem sets together, and seek clarification when needed, ultimately arriving at a shared understanding [K1].
When I notice that multiple groups are struggling with the same concept, I pause the activity and bring the class together to address it [K3]. During these moments, I invite students who feel confident in their understanding to explain the concept in their own words. I find this effective because students often share similar thought processes, making peer explanations more accessible. When necessary, I supplement these explanations with a step-by-step walkthrough and check for understanding before moving on [A3].
These approaches also allow me to get to know students' name and build rapport, fostering a sense of inclusion and demonstrating my commitment to their success [V1]. As the term progresses, this rapport supports a gradual increase in whole-class participation alongside continued small-group engagement [V2]. It also encourages students to approach me individually with questions or concerns, creating opportunities for meaningful dialogue about their learning [V4].
Supporting and Guiding Learners
As mentioned previously, the laboratory sections I lead primarily encompass small-group work to promote student engagement on a more maneageable scale [A2, K2]. During these activities, I circulate among groups to ensure that all students feel confident in their responses before we reconvene as a class [A2, A4]. When transitioning to whole-class discussions, I often observe that one student—or a single group—naturally emerges as the primary spokesperson.
To address this and promote equitable participation, I begin each laboratory section with a brief overview of the agenda, highlighting when we will reconvene as a class. This helps prepare quieter students for moments when they may be invited to contribute [V1]. When we come together, I look for students who signal readiness to participate through cues such as eye contact or raised hands.
Over the course of the semester, I have observed quieter students who initially avoided eye contact and did not volunteer begin to signal readiness to participate and contribute to class discussions. For example, midway through the semester, a typically quiet student made direct eye contact and hesitantly raised their hand. I invited them to share their thoughts, and after offering a thoughtful response, they began participating more frequently without prompting [V1, V2].
The combination of small-group and whole-class engagement creates a supportive environment in which students can first articulate and refine their ideas before sharing them more broadly [A2]. Through these strategies, I have learned that students engage in different ways: some grow more confident contributing to whole-class discussions, while others expand their comfort zones within the structure of small groups. Both forms of participation foster deeper understanding and promote growth without requiring uniform modes of engagement [A4].
Engaging in Professional Development as a Teacher
In parallel with my teaching, I have engaged professional development opportunities to improve as an instructor. I am currently enrolled in the Certificate in College Teaching program, which provides structured training and resources to support my growth [A5]. A key component of this program is a peer-observation initiative called teaching triangles, a semester-long experience in which I observe two peers’ classes and receive feedback from those same peers on my own teaching. During these observations, we use a shared rubric to guide our feedback and reflections [V5, K3].
While observing one of my peers, I noted his use of annotating directly on presentation slides during instruction. This approach stood out to me because it allowed students to follow along actively while also helping pace the lesson more effectively, preventing the material from being covered too quickly. I have since begun incorporating similar strategies into my own teaching [V3].
I also engage in regular self-reflection after each class session, taking notes on my confidence with the material and students’ levels of attentiveness. Over time, I have noticed patterns—for example, when many students appear disengaged, it is often due to external factors such as exams in their other courses. This insight has prompted me to check in with students about their workload and well-being, as well as to adjust my participation strategies on days when energy levels are lower. For instance, I may rely more on small-group discussions rather than cold-calling to maintain engagement while being responsive to students’ needs.
Integrate & Reflect
My teaching practices encompass activities that prioritize respecting, supporting and guiding students. I implement small-group and whole-class participation to encourage a group of learners to engage at the capacity they are comfortable with and potentially expand their comfort zone. This approach fosters a classroom environment in which students actively guide their own learning, rather than simply listening to me lecture the entire time. My goal as an educator is to equip students with the skills to learn independently and communicate their understanding effectively so they can adapt, grow, and collaborate successfully in the workforce.